Manual  of  the  Stenograph 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


STENOGRAPH 


STENOGRAPH 

FOR  THE 

STENOGRAPH 


It    nan    be   learned   in    ana-third    the    time    the    pencil 
systems  require, 

All  its  work  is  uniform  and  mechanically  exact, 
Its  use  is  pleasant,  and  does  not  strain  the  eyes,  hands 
ar  body. 

As    a  result  of  tntsse    great    advantages,   an    operator's 
work  can  ba  read  by  any  one  who  understands  the  alpha- 
bet]    its    writing    is    peculiarly    unvarying    and    legible    at 
whatever    speed  the  machine   is  operated]   and  the  work 
can   be   performed   with   little    fatigue,      There   is   no    pen 
•aralysis    passible,   and  tha   eyesight  is  free    to  follow  the 
aeaker's  motions, 

We    claim   that   we    have    in   the    STENOGRAPH    a 
'stem  of  shorthand  as  rapid  as  any  other,  the  most  exact 
'    .d  uniform,  the  least  tiresome  in  practice,  and  by  far  the 
i*t  easily  and  quickly  learned. 


?*-y 

MANUAL 


B  0.  BA 

UWYER 
PALLAS,  TE)Ut» 


THE  STENOGRAPH, 


M.  M.  BARTHOLOMEW, 


ITS   INVENTOR. 


PUBLISHED  BY 

UNITED  STATES  STENOGRAPH  CO. 

42O  North  Third  Street. 
ST.  LOUIS,  MO. 


Entered  According  to  Act  of  Congress  in  the  year  1885, 

By  U.  S.  STENOGRAPH  CO. 

in  the  office  of  the  Librarian  of  Congress,  at 

Washington,  D.  C. 


Parker,  Hitter,  Nicholls  Stationery  Co. 
Printers  ftnd  Lithographers, 

420  North  Third  Street,  St.  Louis,  Mo. 


CONTENTS. 


PAGE. 

>.    PREFACE  ....................................................................................     5 

^     TO  THE  STUDENT  ...............................................................     6 

OS 

CHAPTER  I. 

Explanation  of  the  Instrument  and  Directions 
Q  for  Keeping  it  in  order  ..............................................     7 

Proper  Names  ..................................................................  14 

^  Initials  ..................................................................  .».  ..........  *I 

Abbreviations.  ..............................................................  42 

Compound  Words  ........................................................  42 

3  CHAPTER  III. 

Learning  the  Alphabet  ...............................................  14 

H  Exercises  ........................................................................  15 

Wordsigns  .................................  ....................................  22 

CHAPTER  IV. 

Method  of  Spelling  ..............  .  ........................................  24 

CHAPTER  V. 
More  About  Vowels  ...................................................  35 

Words  Liable  to  Clash  ................................................  3'J 


CHAPTER  VI. 

Numbers 44 

Punctuation 45 

Paragraphing 45 

Corrections  and  Insertions 46 

CHAPTER  VII. 

Phrasing 48 

Additional  Wordsigns 50 

CHAPTER  VIII. 
How  to  Practice 53 

CHAPTER  IX. 

The  Amanuensis,  his  Qualifications  and  Duties..  56 
The  Verbatim  Keporter '. _ 59 


PREFACE. 


o4»HE  introduction  of  the  Stenograph  makes 
it  necessary  that  there  should  be  pro- 
vided such  instructions  as  will  enable  those 
who  secure  the  instrument  to  correctly  learn 
its  use.  The  Manual  here  presented  is  intend- 
ed to  supply  this  need. 


TO  THE  STUDENT. 


It  is  of  the  utmost  importance  to  the  student  that 
correct  habits  be  formed  at  the  beginning.  To  bring 
about  this  result,  care  should  be  taken  to  do  everything 
thoroughly  and  well.  But  one  thing  at  a  time  should  be 
attempted,  and  that  should  be  mastered  before  going  to 
the  next. 

To  be  a  good  stenographer,  one  must  have  a  fair  edu- 
cation, must  spell  and  punctuate  well,  must  write  a  good 
hand  or  operate  a  type-writing  machine,  must  be  able  to 
comprehend  the  meaning  of  what  he  is  called  upon  to  write, 
and  be  able  to  detect  and  correct  the  more  common 
errors  in  the  use  of  language. 

Some  students  seem  to  think,  because  the  Stenograph 
is  an  instrument  for  shorthand  writing,  that  a  constant 
effort  must  be  made  to  write  rapidly.  A  greater  mistake 
could  not  be  made.  The  student  should  aim  at  strict  ac- 
curacy, and  let  speed  take  care  of  itself.  Speed  comes 
only  as  the  result  of  the  familiarity  gained  by  practice, 
and  no  amount  of  hurry  will  hasten  it. 


CHAPTER  I. 


EXPLANATION  OF  THE  INSTRUMENT 

AND    DIRECTIONS    FOR    KEEPING    IT    IN    ORDER. 


The  Key-Board. 


m 


From  the  accompanying  cut  it  will  be  seen  that  there 
are  only  five  keys,  although  at  first  sight  there  appear  to 
be  more.  No.  1  is  straight  and  has  a  marker  on  the  end 
opposite  the  thumb-piece.  The  other  four  are  V-shaped, 
having  markers  on  the  curved  parts  and  flnger-pieces  on 
each  extremity.  The  four  finger-pieces  on  the  left  of  the 
7 


key-board,  numbered  2,  3,  4,  and  5,  make  the  same  marks 
on  the  paper  as  the  four  on  the  right  bearing  the  same 
numbers.  The  group  on  the  right  are  operated  by  the 
fingers  of  the  right  hand,  and  those  on  the  left  by  the 
fingers  of  the  left  hand. 

The  Spacing-Key  lies  a  little  higher  and  just  back 
of  the  other  keys.  It  moves  the  paper  without  making 
any  mark  upon  it,  and  its  use  is  to  make  spaces  between 
the  words.  This  is  done  by  striking  it  after  each  word  is 
finished.  It  should,  however,  be  struck  only  once  be- 
tween words. 

The  tension  of  the  spring  which  actuates  the  spacing- 
key  is  regulated  by  the  little  thumb-nut  near  the  center  of 
the  key.  It  should  only  be  strong  enough  to  move  the 
key  promptly. 

The  Inked  Ribbon. — At  each  movement  of  the  keys, 
or  any  of  them,  the  inked  ribbon  is  pressed  against  the 
paper,  making  the  marks  upon  it.  This  ribbon  moves 
slowly  along  as  the  writing  takes  place.  When  it  is  all  or 
nearly  all  wound  upon  one  reel,  it  should  be  made  to  wine* 
itself  upon  the  other  by  moving  the  little  arm  or  hand'e 
at  the  back  of  the  instrument  to  the  left  or  right,  as  the 
case  may  be . 

The  inked  ribbon  should  be  used  only  so  long  as  it 
makes  the  marks  plainly  upon  the  paper  with  a  light 
pressure.  When  it  ceases  to  do  this,  it  should  be  replaced 
by  a  new  one. 

When  about  to  put  on  a  new  ribbon,  cut  the  old  one  off, 
leaving  about  one  inch  attached  to  each  reel.  To  these 
ends  stitch  the  ends  of  the  new  ribbon,  being  careful  to 
keep  the  edges  even. 


B  0.  BAKER 
9  LAWYER 

i^LLAS,  TEXAS 

The  Paper  Guide. — At  one  end  of  the  paper  guide 
there  is  an  adjustable  spring,  and  at  the  other  there  is  a 
little  roller  which  presses  the  paper  against  the  rubber 
roller.  The  tension  of  this  spring  should  be  such  that 
the  paper  will  move  forward  whenever  the  rubber  roller 
turns.  It  should  be  probably  three  or  four  times  as 
strong  as  the  tension  of  the  space-key  spring. 

The  little  roller  underneath  the  rubber  roller  should  be 
looked  at  frequently  and  cleaned,  and  the  bearings  oiled, 
when  necessary.  If  neglected  it  is  liable  to  become  clog- 
ged with  dirt  and  dust  from  the  paper  and  inked  ribbon. 

The  Paper  Roll  must  move  with  entire  freedom, 
and  not  bind  in  the  center  or  on  the  arms  of  the  paper 
holder. 

To  put  in  a  new  roll,  take  out  the  small  wooden  center 
from  the  block  on  which  the  paper  was  wound  and  put  it 
into  the  new  one,  then  place  it  in  the  paper  holder. 

Cleaning,  Etc. — Dirt  is  an  enemy  to  all  machinery. 
Even  a  gold  pen  will  become  unfit  for  use  if  neglected. 
The  Stenograph  is  no  exception  in  this  respect.  It  should 
be  examined  every  month  or  so,  and  should  be  cleaned 
and  the  bearings  oiled  as  often  as  is  necessary. 

The  little  roller  which  presses  the  paper  against  the 
rubber  roller,  the  pawl  which  causes  the  rubber  roller  to 
revolve,  and  the  pawl  spring  should  receive  especial  care. 

Clock  oil  should  be  used,  but  in  very  small  quantities. 

If  a  Stenograph  does  not  work  properly  it  will  be  found 
in  most  cases  that  it  only  needs  cleaning  or  that  the 
tension  of  the  space-key  or  paper-guide  springs  need  ad- 
justing. 


CHAPTER  II. 


POSITION— HANDS— ALPHABET. 


POSITION. 

A.  larger  amount  of  work  can  be  done  and  with  less 
fatigue  if  a  natural,  easy  position  of  the  body,  head  and 
arms  be  maintained,  than  otherwise. 

The  body  and  head  should  be  erect  and  the  arms  should 
hang  naturally  at  the  sides. 

Avoid  leaning  forward  over  the  instrument. 

Avoid  pressing  the  arms  against,  or  holding  them  too 
far  from,  the  body,  or  resting  them  on  the  table. 

USE  OF  THE  HANDS. 

One  of  the  most  important  things  in  connection  with 
the  operation  of  the  Stenograph  is  the  proper  use  of  the 
hands,  and  the  most  important  thing  in  regard  to  the  use 
of  the  hands  is  the  following  direction : 

Use  the  Hands  Alternately. — In  other  words,  the 
hands  are  used  in  writing  on  the  Stenograph  in  the  same 
manner  that  the  feet  are  used  in  icalkiny — first  one  and  then 
the  other.  This  applies  to  striking  the  space-key  as  well 
as  the  writing  keys. 

Illustration. — In  writing  the  sentence  ''That  is  not 
true,"  (tht  z  nt  tru),  supposing  the  first  letter  th  to  have 
been  made  with  the  right  hand,  the  next,  t,  should  bo 
10 


11 

made  with  left  hand,  the  space  with  the  right,  z  with  the 
left,  space  with  the  right,  n  left,  t  right,  space  left,  t  right, 
;•  left,  and  u  right. 

Right,  left,      r,       1,       r,        1,    r,      1,       r,    1,   r. 
th      t     (space)  z  (space)  n    t  (space)  t    r    u. 

By  placing  the  hands  over  the  key-board  it  will  be  seen 
that  there  is  but  one  key  for  each  finger.  The  keys  should 
be  struck  by  the  fingers  to  which  they  belong.  The  space- 
key  should  always  be  struck  by  the  first  or  second  finger. 

The  first  and  second  fingers  are  stronger  than  the  oth- 
ers, and  care  must  be  taken  to  give  sufficient  pressure 
with  the  little  and  third  fingers  and  the  thumb  to  make 
the  marks  plainly. 

The  strokes  should  be  made  with  regularity.  To  do 
this  no  attempt  should  be  made  at  writing  rapidly.  If  a 
word  is  written  too  quickly  it  necessitates  stopping  to 
think  how  to  write  the  next,  and  no  speed  is  gained  by 
such  effort.  The  fingers  should  curve  naturally  and 
gracefully  and  not  stick  out  straight. 

DIRECTIONS. 

Use  but  one  hand  at  a  time. 

Use  the  hands  alternately. 

Write  without  looking  at  the  instrument. 

Keep  the  hands  over  the  keys. 

Strike  the  keys  with  the  fingers  to  which  they  belong. 

Press  the  keys  down  instead  of  striking  them,  but  do 
not  hold  them  down. 

Lift  the  fingers  from  the  keys  instead  of  sliding  them  off. 

The  keys  should  be  depressed  with  an  even  pressure. 

Do  not  lift  the  hands  high  above  the  keys. 

Avoid  moving  the  whole  arm ;  the  movement  should  be 
principally  from  the  wrist. 


HOW  THE  ALPHABET  IS  FORMED. 

If  the  whole  five  keys  are  depressed  at  the  same  time 
with  either  hand  a  line  of  marks  or  dashes  is  made  across 

the  paper  ribbon,  thus  | 1 .     The  alphabet  is  formed 

from  these  marks.  Depressing  the  thumb-key  (No.  1) 
alone,  makes  a  single  mark  on  the  left  edge  of  the  paper 
ribbon,  thus  |  -  |  which  represents  the  letter  D ;  the 
second  key  (No.  2)  produces  a  mark  midway  between  the 
left  edge  and  the  middle  of  the  ribbon,  thus  |  -  |  , 
which  represents  N ;  the  third  key  makes  a  mark  in  the 
middle  of  the  paper,  |  -  |  ,  R;  the  fourth  key  pro- 
duces |  -  |  ,  T;  the  fifth  key  produces  |  -  |  ,  S. 
The  first  and  second  keys  struck  together  produce  the  first 
and  second  marks  on  the  paper,  thus  |  --  |  ,  which 
represent  the  letter  L;  the  second  and  third  produce 
|  —  | ,  M.  Other  combinations  represent  other  let- 
ters, as  will  be  seen  from  the  alphabet  itself. 


13 


THE  ALPHABET. 


D 

_ 

1. 

A 

_     : 

N 

— 

2. 

B 

'—              - 

R 

— 

3. 

C 

—     - 

T 

— 

4. 

D 

— 

S 

- 

5. 

E 

_ 

L 

— 

If  2. 

F 

_      

M 



2,  3. 

G 

_      

K 

— 

3,  4. 

H 

-          - 

Z 

— 

4,  5. 

I 



th 

-    — 

1,  3. 

J 



P 

—    - 

2,  4- 

K 



C 

-    - 

3,  5. 

L 



H 

-       — 

1,  *. 

M 



W 

-       - 

2,  5. 

N 

B 

-          - 

1,  5. 

0 

_          

Y 



1,  2,  3. 

P 

-      - 

I 



2,  3,  4. 

Q 

_ 

V 



3,  4,  5. 

R 

:— 

E 

—    _ 

1,  2,  4. 

S 

- 

G 

_    

1,  3.  4. 

T 

- 

F 

_    — 

2,  4,  5. 

U 



O 

_       — 

1,  4,  5. 

V 



X 

_ 

1,  2.  5. 

W 

_     _ 

sh 

_    _    _ 

I,  3,  5. 

X 

—     - 

U 



1,  2,  3,  4. 

Y 



Q 



1,  2,  3,  5. 

Z 

— 

j 

—    — 

1,  2,  4,  5. 

th 

-  — 

A 



1,  3,  4,  5. 

sh 

-  —  - 

ch 

2,  3,  4,  5. 

ch 

NOTE. — The  figures  placed  opposite  each  letter  indicate 
the  keys  which  are  used  in  producing  it.  Thus :  the  fig- 
ures 1,  2,  3,  opposite  Y,  indicate  that  that  letter  is  made 
by  striking  keys  Nos.  1,  2  and  3  at  one  time. 


CHAPTER  III. 


LEARNING  THE  ALPHABET— WORDSIGNS. 


LEARNING    THE    ALPHABET. 

The  purpose  of  this  chapter  is  to  assist  the  pupil  in 
learning  the  alphabet. 

Take  one  exercise  at  a  time,  commit  the  letters  at  its 
head  to  memory,  and  then  write  the  words  contained  in 
it  over  and  over  again,  in  accordance  with  the  spelling 
indicated,  until  the  letters  are  thoroughly  familiarized. 
Each  exercise  should  be  written  and  read  at  least  fifteen 
times.  The  writing  should  be  done  with  the  utmost  care. 

Caution. — To  know  that  the  hands  should  be  used  alter- 
nately is  not  enough .  The  learner  should  watch  and  see 
that  they  are  so  used.  Many  persons  who  learn  without 
a  teacher  fall  into  the  habit,  without  knowing  it,  of  com- 
mencing each  word  with  the  right  hand  or  the  left,  or  of 
striking  the  space-key  always  with  one  hand  or  the  other. 
To  avoid  all  these  mistakes  it  is  simply  necessary  to 
change  hands  with  each  stroke. 
14 


15 


LEARNING  THE  ALPHABET. 


ALPHABET  EXERCISE  I.             ALPHABET  EXCERCISE  II. 

_ 

D            do 



L           all 

= 

N           in 
R           are 
T            to 
S            us,  as 
Dd          did 

Dn          done 



M          me,  am 
K          come 
Z           is,  his 

Lt          let 
Ls         less 

- 

Dr          dear 

" 

Lnd       land 

_- 

Nd         and 

Lrn       learn 



Nt           not 
Rn         run 



Md        made 
Mn        men 

-~ 

Rnd        round 

-- 

Mr         Mr 

_-~ 

Trn        turn 



Mt         met 

— 

Str          stir 

_~ 

Mnd      mind 

- 

Tnd        tend 



Km        came 

-_ 

Dnr        dinner 

1 

- 

Kd        could 

— 

—  ~ 

Kr         care 

~- 

Dnt        don't 



Kz        cause 

-_ 

Ddnt      didn't 

_Z~ 

Mzk      music 

-"" 

Stt          state 

- 

Dzr       desire 

_ 

Sstr        sister 

- 

Dzn      dozen 

_ 

Snd        send 

"- 

Mk        make 

— 

Ltl        little 

~ 

Ltr       letter 

~~ 

Dsk       desk 

16 


ALPHABET  EXERCISE  III. 


-    -        TH. 
-     P. 

v. 

— 

Th       the 
P         up 



Lv       live 

-    - 

V         of 
Tim     then 

- 

Xrth    north 

-  - 

Thr   there,  their 

-    - 

Sth       south 

-    - 

Tht      that 



Pis       place 

—     — 

Tli.-      this 

--     '_ 

Plz      please 

~~~~- 

Thus    thus 

~-~_ 

Pr.*n    person 

~-~ 

Thru     them 

Pd        paid 

— 

Przn    prison 

~-~ 

Pr        poor 

_ 

—    - 

Pt        put 

_  Prsv    perceive 

-~ 

Vet      vest 

-     -~ 

Sps      space 

~~ 

Vzt      visit 

-  =: 

Spz      suppose 

-=__ 

Mv       move 

17 


ALPHABET    EXERCISE    IV. 


H. 
\v. 

B. 


H 
W 
B 

Hd 

he 
we 
be 
had 

-    _- 

Wth 
Wtr 

With 
water 

Hz 

has 

~ 

Btwn 

between 

Hr 
Hm 

her,   here 
him 

-=~ 

Bkz 

because 

Hv 

have 

-~ 

Hrt 

heart 

Wd 

would 

~ 

Nw 

now 

Wr 

were 

- 

Hw 

how 

wi- 

Wz 

will,  well 
was 

~-       - 

Plw 

plow 

Bt 

but 

-~_ 

Wndr  wonder 

Bn 

been 

—          — 

Blv 

believe 

Btr 

better 

18 


ALPHABET  EXEECISE  V. 


A. 
E. 
I. 


It  will  be  seen  by  the  following  exercise  that  vowels 
beginning  words  are  written ;  also  when  a  word  ends  with 
a  vowel  sound,  the  vowel  is  written. 


—  - 

A          a 
E          ever  y 
I           I,  eye 

~~. 

It          it 
Mi       my 

___ 

At        at,  ate 

— 

Sa        say 

An        an 

~    

Da       day 

_  ___ 

Art       art 

_™  — 

Ma       may 

~_z~~ 

Arm     arm 

=  ___ 

Pra     pray 

-    

Ask      ask 

~~ 

Els       else 

_.;     ~_ 

Eb       ebb 

—  ~- 

Tre      tree 

— 

Entr    enter 

--- 

Tri       try 

—    -~ 

Set       set,  seat 

19 


ALPHABET  EXERCISE   VI, 


Y. 
F. 
6. 


— 

Y         Why 

_ 

Gs       guess 

—     

F         if 

-   — 

G         go,    ago 

- 

Fr        for 



Ys       Yes 

-_    -_ 

Hf       half 

:         - 

Yt        yet 

~~ 

Grt      great 

_.___ 

Yr       your,  year 

_    — 

Gd       good 

— 

Prty  party,  pret- 
ty 

~_ 

Gn    gone,  again 

_           _ 

~    ~Z 

Gt        get 

— 

Bynd  beyond 

- 

Got      got 

Mny  many- 
'          money 

20 


ALPHABET  EXERCISE  VII. 


—  O. 

u. 

—     -  x. 

o 

TJ 
X 

on 
you 
expect 



Hu 
Tx 

who 
tax 

Or 

or 

I_       ~ 

Bx 

box 

No 

So 

no, 
so 

know 

-    ~_ 

Xtnt 

extent 

Bio 

blow 

—    ~ 

Xtnd 

extend 

Utr 

utter 

-—       - 

Xprs 

express 

Thus 
Thg 

thus 
this 



Xpln 

explain 

Su 

sue 

Xprt 

eipert 

Nu 

new,  knew 

Fu 

few 

~~    _~ 

Xpt 

except 

21 


_    _    _  Sh, 

Ch. 

—  J. 


-  -  - 

Sh        she 
Ch       which 

~  

Kchn  kitchen 

_  —     

J          large 
Shr      sure 

Mrch   march 

—    ~_Z 

Sho      show 

zz  -_ 

Ej        edge 

—   —   - 

Shd      should 

— 

Jun     June 

=-:/ 

Shi      shall 
Ksh     cash 

- 

Chrj     charge 

Chk     check 

- 

Jsts     justice 

--— 

T""" 

Chr  chair,  cheer 
Chid    child 

Jrj        George 
Jj         judge 

22 


WORDSIGNS. 

Each  letter  of  the  alphabet  except  C  is  used  singly  to 
represent  some  word  of  frequent  occurence.  A  number 
of  other  common  words  are  represented  by  abbreviations 
more  or  less  arbitrary.  These  letters  and  abbreviations 
are  called  wordsigns.  The  first  list  contains  the  alphabet 
wordsigns,  and  should  be  as  thoroughly  learned  as  the 
alphabet  itself. 


ALPHABET   WORDSIGNS. 


A 

Be 

Do 

Ever-y 

If 

Go,  ago 

He 

I,  eye 

Large 

Come 

All 

Me,  am 

In 

On 


Up 

Question 
Are 

As,   us 

To 
You 
Of 
We 

Expect 
Why 
Is,  bis 
The 
She 
Which 


"Those  who  find  it  difficult  to  make  the  letter  | 1  can 

write  )   -      -j  for  the  word  question. 


23 


WORDSIGNS  — List    2. 


And 

nd 

Several 

sv 

Any 

ny 

Think 

thk 

About 

ab 

Thing 

thg 

After 

af 

Upon 

pn 

Away 

aw 

Very 

vr 

Answer 

ans 

What 

ht 

Before 

bf 

When 

hn 

Business 

bz 

Where 

rr 

Enough 

nf 

Yes  Sir 

ysr 

From 

fm 

Best 

bs 

First 

fs 

Just 

js 

Into 

int 

Must 

ins 

More 

mo 

West 

ws 

Mr 

mr 

Herself 

hrsf 

Never 

nv 

Himself 

hsf 

Next 

nx 

Itself 

itsf 

No  Sir 

nsr 

Myself 

msf 

Old 

ol 

Yourself 

usf 

Only 

onl 

Anything 

nyg 

Our 

ou 

Everything 

eg 

Out 

ot 

Nothing 

ng 

Over 

ov 

Something 

smg 

Other 

uth 

CHAPTER  IV. 


METHOD  OF  SPELLLING. 


Importance. — Spelling  is  not  only  one  of  the  most 
important  matters  with  which  the  student  has  to  deal  but 
it  demands  more  of  his  time  and  thought  than  all  other 
matters  combined.  The  accuracy  with  which  he  will  be 
able  to  do  his  work,  when  ready  to  put  the  Stenograph 
into  practical  use,  will  depend  much  upon  the  thorough- 
ness with  which  he  has  learned  to  spell.  To  be  a  poor 
speller  indicates  that  the  student  has  been  in  too  great 
haste  in  learning,  or  that  he  has  been  careless  or— lazy. 

Pronunciation  the  Basis. — The  spelling  employ- 
ed in  the  use  of  the  Stenograph  is  based  upon  the  pro- 
nunciation. Words  are  spelled  as  they  are  pronounced, 
except  that  the  intermediate  vowels  are,  as  a  rule,  omit- 
ted. 

The  mere  pronunciation  of  a  word  would  seem  to  be 
enough  to  enable  one  to  spell  it  phonetically ;  but,  as  the 
common  spelling  is  so  apt  to  mislead,  the  following  ex- 
planations and  examples  are  given: 

EXAMPLES. 

Says        sez        sz  Half       haf        hf 

Have       hav      hv  Some     sum      sm 

Give        giv        gv  Would    wood    wd 

NOTE. — Jn  the  second  column  the  words  are  spelled  as 
they  are  pronounced ;  in  the  third  as  they  are  written  on 
the  Stenograph. 

24 


25 


SOUNDS,  HOW  REPRESENTED. 

All  the  words  of  the  English  language  are  composed 
of  about  forty  sounds.  Most  of  these  sounds  are  repre- 
sented by  the  single  letters  of  the  alphabet.  Others,  how- 
ever, are  represented  by  two  letters;  as  aw,  ow,  oi,  ng,th, 
sh,  ch. 

NOTE. — The  diphthongs,  ow,  oy,  ew  and  long  i,  will 
be  treated  of  as  simple  sounds. 

VOWELS. 

Long  and  Short  Sounds.— As  a  general  thing;  it 
is  sufficient  to  use  a  single  vowel  to  represent  both  its 
long  and  short  sounds.  Thus,  fit  and  fight  may  both  be 
spelled  fit;  and  sin  and  sign,  sin.  But  if,  for  any  reason, 
it  should  be  necessary  to  make  a  destinction  between 
such  words,  final  e  may  be  added  to  indicate  the  long 
sound,  or  even  the  common  spelling  may  be  adopted. 
Long  e  should  be  indicated  by  doubling  it. 

All. — The  sound  aft,  when  not  omitted,  is  generally 
represented  by  a.  When  this  is  lot  sufficient  the  com- 
mon spelling  should  be  adopted. 


Art 


Arm 


Calm  — 1 


Balm 


Palm 


Psalm 


Aw,  Au. — The  sound  aw,  aw,  is  represented  as  in  the 
following  examples.  When  this  sound  occurs  at  the  be- 
ginning, or  in  the  middle  of  words,  it  is  generally  safe 
to  represent  it  by  the  use  of  the  le:ter  0,  as  the  short 
sound  of  o  very  closely  resembles  that  of  aw.  0  should 
not  be  so  used,  however,  at  the  end  of  words. 


26 


Law 

Saw 

Awful 

Author 


SPELLING  — Continued. 

Thought 


Authority 


Auction 


Ought 


Bought 

Sought 


Ow,  Ou,  Oy,  Oi. — These  sounds,  when  not  omitted, 
are  generally  represented  as  in  the  common  spelling, 
except  that  o  is  frequently  omitted  from  ow  and  oy. 


Sow 

"~ 

Boy 

— 

How 

~-    ~- 

Annoy 

_    

Allow 

~~~ 

Joy 



Bow 

- 

- 

Destroy 

- 

Soil 

—       — 

Point 

- 

Boil 



Adjoin 

Z_~ZZ 

Ew — This  sound  is  generally  represented  by  u. 

True 

Sue 

New 

Crew 

Continue 


__--_ 

Knew 



~ 

Blew 

ZZ  

--  — 

Flew 

ZZ_I~ 

Subdue 

z_. 

27 


SPELLING-Contlnued. 

Oo — This  sound,  when  not  omitted,  is  generally  repre- 
sented by  oo. 


Mood 


Food 


Foot 
Soot 


The  words  too  and    who    are    writen     | -   |    and 


CONSONANTS. 

Til,  Sli,  Cli. — Sounds  represented  in  the    common 
spelling  by  th,  sh  and  ch,  are  represented  in  writing  upon 
the  Stenograph  by  the  letters   |  —   —       |   -   —   -  |  and 
I I. 


This 

That 
With 


Shall 

Should 

Wish 


Check 
Such 
Much 


Ng. — The  sound  represented  by  these  letters  in  the 
common  spelling,  is  represented  in  the  same  way  upon 
the  Stenograph.  In  writing  frequent  words,  however,  the 
n  is  often  omitted. 


Young 



Doing 

_.    

Long 

Z  "  — 

Being 

—          — 

Strong 

-~ 

Going 

-    -- 

28 

SPELLING— Continued. 

.—  This  sound  is  represented  by  the  letter  |  -   - 


Pleasure 

_~    ~ 

Leisure 

— 

_ 

.Seizure 

_    _    — 

Treasure 

_    ~    _ 

Occasion 

-~~ 

Measure 

-"    - 

— 

C,  q  and  x  are  not  needed  in  phonetic  writing,  as  they 
represent  the  sounds  of  other  letters.  JT,  however,  is 
used  in  writing  upon  the  Stenograph. 

C. — Instead  of  c,  write  s,  k,  or  sh,  as  pronounced. 


Case 

~~- 

Space 

~ 

Cause 

— 

• 

Price 

— 

Card 

-~ 

~~~ 

Twice 

— 

Cigar 

-~ 

Centre 

•~ 

Strict 

-_ 

- 

— 

Place 

-  , 

Spacious 

'~-~- 

Precious 

~-~_ 

29 


SPELLING— Continued. 

Qu  always  represents  the  sounds  of  kw  and  should  be  so 
written. 


Quite 
Quick 
Quell 

Quantity 
Quality 

_=       - 

Quarrel 

Request 

-       - 

Require 

-~~- 

Frequent 

Z 

always  represent  the  sound  of/. 


Alphabet 


Telegraph 


Paragraph 


Stenograph 


Phrase 


Philosophy 


Physician 


30 


SPELLING-Continued. 

"Wh.. — The  sounds  represented  by  wh  in  the  common 
spelling  are  pronounced  as  if  spelled  hw,  as  will  be  seen 
by  slowly  pronouncing  the  word  when  (hwen). 

The  most  frequent  words  containing  this  combination 
(which,  when,  what,  and  where)  are  provided  with 
word  signs. 


White 


While 


Whistle 


la,  le,  lo,  Etc. — Use  y  instead  of  these  combinations 
in  the  following  and  similar  words: 


Million 


Familiar 


Filial 


Failure 


Companion 


Brilliant 


Convenient 


31 


SPELLING— Continued. 

Tion,  Cian,  Sion.— This  sylable  should  be  written 
shn. 


Notion 

- 

Possession 

-_-    - 

Nation 



~-~ 

Position 

-_-~- 

Station 

- 

~-~ 

Physician 

_    -~Z 

Situation 

Z~Z~_ 

Fashion 

~1~~- 

Troublesome  Consonants.—*!?  and  z, }  andgr,  and 
t  and  <?,  give  students  more  trouble  than  all  the  other 
consonants.  The  following  examples  will  show  how 
they  should  be  used. 

S  and  Z. 


Was 

"    -I 

Seems 



Says 

—  _ 



Times 

— 

Tells 



Comes 

—  ~~ 

S:lls 



_ 

Runs 

Stands 

-~ 

32 


Case 

Cause 

Course 

Cars 

Place 
Please 


SPELLING-Continued. 
Contrasts. 

Space 

Suppose 
Books 
Because 


T  and  D. 


Asked 
Shipped 

Skipped 
Stepped 


Splashed 
Laughed 

Established 


33 

SPELLING— Continued. 
J  and  G. 


Gem 

Judge 

Gentile 



Strange 

German 

" 

Strong 

— 

General 

— 

Page 

_Z    Z_ 

Gentlemen 

— 

Gentle 

~=    ~ 

NOTE. — G  is  used  only  to  represent  its  hard  sound  as 
in  get,  guess.  The  soft  sound  of  g  is  the  same  as  that  of 
j  and  should  be  represented  by  the  latter  letter. 


Double  Letters. — Only  one  of  double  letters  is  gen- 
erally pronounced. 


Letter 

"_- 

Eubber 

-    _    - 

Sell 

- 

Matter 



Tell 



Manner 



Pass 

_    _ 

Ribbon 

— 

SPELLING— Continued. 

Ture.— The  sylable  ture  is  frequently  pronounced  as 
if  spelled  chur.      It  is  written  chr  on  the  Stenograph. 


Nature 
Future 

Fixture 


Mixture 


Structure 


Silent  Letters  are  omitted. 

Could 
Should 
Often 


Night 


Listen 


Would 
Half 

Walk 


CHAPTER  V, 


MORE  ABOUT  VOWELS— INTERMEDIATE  VOWELS- 
WORDS  LIABLE  TO  CLASH— PROPER  NAMES 
—INITIALS  —ABBREVIATIONS  — 
COMPOUND  WORDS. 


VOWELS. 

Explanation  of  Terms. — Initial  Vowels  are  those 
which  begin  words. 

Final  Vowels  are  those  which  end  words. 

Intermediate  Vowels  are  those  which  occur  in  the  body 
of  words. 

As  stated  in  the  preceding  chapter,  words  are  spelled, 
in  writing  upon  the  Stenograph,  as  they  are  pronounced, 
except  that  intermediate  vowels  are  generally  omitted. 
This  implies  that  initial  smd  final  vowels  are  written. 

Writing  Initial  Vowels  makes  'a  distinction  be- 
tween such  words  as  part  and  apart,  tend  and  attend,  send 
and  ascend,  sick  and  ask . 

35 


Art 

-_ 

Apart 

_JI" 

Ask 



Appoint 

_    

End 

— 

Indeed 

—  . 

Enter 



Ended 

—    - 

EXCEPTION. — Initial  e,  when  followed  by  x,  should  be 
omitted. 


Expel 


Express 


Explain 


Expert 


Extend 


Extent 


Writing  Final  Vowels  makes  a  distinction  be- 
tween such  words  as  part  and.  party,  hand  and  handy,  sir 
and  sorry. 


Say 

__Z 

See 

_ 

May 

_--__ 

Tree 

__-~ 

Day 

—   , 

Flee 

ZZ    ~ 

37 
SPELLING— Continued. 

They  tha  Glee  gle 

Stay  sta  No  no 

Play  pla  So  so 

Pray  pra  Slow  slo 

Few  fu  Beau  bo 

Sue  su  Show  sho 

True  tru  Snow  sno 

Flue  flu  Flow  flo 

Knew  nu  Know  no 

Final  I. — When  the  short  sound  of  i  ends  words,  It 
should  be  represented  by  y,  as  in  the  common  spelling; 
but  long  i,  when  final,  should  be  represented  by  i. 

Party  prty  Fly  fli 

Ready  rdy  Cry  kri 

Study  stdy  Spry  spri 

City  sty  Sty  sti 

Pity  pty  Nigh  ni 

Happy  hpy  Sigh  si 

XOTK. — The  fact  that  the  insertion  of  all  initial  and 
final  vowels  is  not  essential  to  legibility  has  not  been  over- 
looked; but  as  so  many  of  them  are  essential,  it  is  believed 
to  be  better  to  insert  them  all  rather  than  to  be  compelled 
every  time  a  word  of  this  class  occurs  to  decide  whether 
it  should  be  used  or  not.  An  expert  will  make  a  letter 
in  from  one-tenth  to  one-eighth  of  a  second.  The  least 
doubt  as  to  whether  a  letter  should  be  written  or  not  will 
cause  a  loss  of  more  time  than  this. 


INTERMEDIATE    VOWELS. 

The  general  plan  or  rule  for  spelling  adopted  in  tlie 
use  of  the  Stenograph  involves  the  writing  of  iuilial 
and  final  vowels  and  the  omission  of  the  intermediate 
vowels.  But  if  an  operator  were  to  omit  all  of  the  inter- 
mediate vowels  he  would  often  be  at  a  loss,  when  reading 
or  copying  his  notes,  to  know  which  of  tvvo  or  more 
words  was  intended.  Hesitation  and  loss  of  time,  and 
in  many  cases  serious  errors,  would  result.  For  this  rea- 
son intermediate  vowels  should  be  written  when  necessa- 
ry to  make  distinction  between  similar  words. 

No  posititive  rule  can  be  given  for  the  guidance  of  the 
student  in  this  respect.  He  must  to  some  extent  rely 
upon  his  own  judgment.  The  following  suggestions  will, 
however,  be  of  assistance  to  him. 

1.  Small  words  need  vocalization  more  than  large  ones. 
Comparatively  few  common  words  of  two  or  moresylla- 
bles  need  vocalization. 

2.  Words  of  rare  occurrence  need  vocalization  more  than 
frequent  ones. 

3.  Words  of  the  same  parts  of  speech  are  apt  to  clash  if 
written  alike,  while  tcords  of  different  parts  of  speech  arr  ;.-.<?. 
Hence,  men  and  man  (both  nouns)  should  be  written  mw 
and  man ;  but  men  (noun)  and  mean  (verb)  may  both  be 
written  mn. 

4.  In  many  instances  the  spelling  of  two  or  more  words 
would  be  alike  if  all  intermediate  vowels  were  omitted. 
In  such  cases  the  most  frequent  word  should  be  written 
without  vowels,  and  the  others  should  be  vocalized. 


39 


Him 

—       — 

Some 



Home 

—       — 

Same 

----- 

Ham 

-•       - 

Turn 

_-~ 

Tell 



Train 

=  I_ 

Tale 

=_--- 

Party 

~-~ 

Seen 

- 



Soon 

- 

Purity 



- 

Sane 

• 

Sign 

H~~ 

Written 

_ 

Retain 

Iz_ 

NOTE. — Sometimes  it  is  difficult  to  tell  which  of  two 
words  does  occur  most  frequently.  In  such  cases  the 
vowel  may  be  used  in  either  or  both  of  them.  Freely  and 
fairly,  nation  and  notion  are  illustrations. 

WORDS    LIABLE    TO    CLASH. 

As  stated  on  a  preceding  page,  there  are  certain  words 
which  would  be  spelled  alike  if  all  intermediate  vowels 
were  omitted.  In  some  cases  the  context  will  show 
which  word  was  intended;  in  others,  the  vowel  should  be 
inserted  in  one  or  both  the  conflicting  words.  The  follow- 
ing list  contains  the  most  frequent  of  these  words.  Their 
spelling  should  be  thoroughly  learned : 


40 


But 

bt 

Not 

nt 

Bought 

bot 

Night 

nit 

Command 

Emnd 

Note 

not 

Commend 

Km  end 

Party 

prty 

Contains 

kntnz 

Purity 

purty 

Continues 

kntnuz 

Permanent 

prmnnt 

Prominent 

promnut 

For 

fr 

Proportion 

proprshn 

Fear 

fer 

Preparation 

prprshn 

Fire 

fir 

Find 

find 

Kan 

ran 

Found 

fnd 

Run 

rn 

Flow 

flo 

Some 

sm 

Follow 

folo 

Same 

sain 

Said 

sd 

Good 

gd 

Side 

sid 

God 

god 

Spirit 

sprt 

Gentle 

jntl 

Sport 

sport 

Gentile 

jntil 

Separate 

seprt 

Hold 

hold 

Support 

suprt 

Held 

hid 

Stepped 

stpt 

Him 

hm 

Stopped 

stopt 

Home 

horn 

This 

ths 

Life 

If 

Thus 

thus 

Laugh 

1st 

These 

thz 

Less 

Is 

Those 

thoz 

Loss 

los 

Then 

thn 

Thau 

than 

Men 

inn 

Turn 

trn 

Man 

man 

Machine 

mchn 

Train 

trau 

Mission 

mishn 

Were 

wr 

Motion 

mshu 

Wore 

wor 

41 

The  above  list  is  not  intended  to  be  complete.  Indeed 
it  would  be  a  difficult,  if  not  impossible,  to  make  a  list 
which  would  contain  all  words  liable  to  clash,  as  words 
which  are  usually  entirely  distint  sometimes  occur  in 
such  a  peculiar  or  unusual  way  as  to  make  the  reading 
uncertain.  The  object  to  be  kept  in  mind  is  to  write-  all 
words  so  that  they  can  be  read  not  only  with  ease  but 
certainty.  In  order  to  do  this,  the  student  must  use  his 
mind  as  well  as  his  fingers,  and  insert  vowels  wherever 
they  seem  to  be  necessary.  If  he  is  watchful,  he  Avill 
in  time  learn  to  feel  instinctively  whore  this  should  be 
done. 

Both  vowels  should  be  inserted  in  the  following  and 
similar  words: 

Below  belo  Furrow  furo 

Bureau  buro  Fuel  fuel 

Borrow  boi-o  Hurrah  hura 

Boquct  boka  Ruin  ruin 

Follow  folo  Shadow  shado 

Fellow  felo  Thorough  thuro 

PROPER    NAMES. 

should  be  vocalized  more  fully  than  ordinary  words,  and 
the  common  spelling  should  be  adopted  whenever  neces- 
sary to  make  the  reading  certain. 

FOREIGN  AND  TECHNICAL  WORDS 

should  also  be  quite  fully  written. 

INITIALS. 

The  letters  of  the  alphabet  are  used  singly  to  represent 
words,  (see  Wordsigns) .  If  initials  are  written  in  the 
same  way,  mistakes  are  liable  to  occur.  Thus  G  A  STIN 


42 


ND  KO  might  be  read  Gastin  &  Co.,  instead  of  G.  A.  Stein 
&  Co.  To  avoid  errors  of  this  kind,  the  whole  five  keys 
should  be  struck  once  after  each  initial.  Thus : 


A.  B.  Smith.    -~ 


A.  D. 


C.  A:  A. 


L.  ,t  N. 
j 


NOTE — The  initials  C  and  Q  may  be  written  se  and  qn  if 
preferred  by  those  who  find  it  difficult  to  make  the  com- 
binations representing  those  letters,  |  —  -|  j  —  -  - 1 

ABBREVIATIONS. 

The  abbreviations  in  general  use  may  also  be  employed 

upon  the  Stenograph.  The  period  need  not,  however,  be 
inserted  after  them. 

Mr  Jan  Va 

Mrs  Feb  Pa 

Gov  Aug  Mass    (Mas) 

Co    (ko)  Sep  Wis 

COMPOUND  WORDS. 

Words  compounded  from  wordsigns  should  generally 
be  spelled  as  when  written  separately. 


Afternoon 

aftm 

Overthrow 

ovthro 

Afterward 

afwrd 

Outside 

otsd 

Everywhere 
Elsewhere 

err 
elsrr 

Outwit  • 
Outward 

otwt 
otwrd 

Whatever 

hte 

Wherever 

rre 

Overcame 

ovkm 

Whereby 

rrbi 

43 

EXCEPTIONS. — The  following  words  should  be  spelled 
as  indicated: 

Inside  insd  Into  int 

Indeed  indd  Overcome        ovkm 

NOTE. — It  should  be  constantly  borne  in  mind  that  all 
words  must  be  so  written  that  they  can  be  read  with  ease  and 
certainty.  This  applies  to  the  formation  of  the  letters  as 
well  as  to  the  spelling. 


AN     EXPLANATION. 

The  author  is  well  aware  that  the  spelling  of  quite  a 
large  number  of  words  might  be  somewhat  shortened  by 
the  use  of  what  are  usually  termed  expedients;  that  is, 
using  single  letters  to  represent  syllables  of  frequent  oc- 
currence. At  a  superficial  glance,  the  saving  thus  effected 
would  seem  to  be  large ;  but  the  analysis  of  many  selec- 
tions taken  at  random  from  books,  speeches,  lectures, 
letters  and  other  sources,  shows  that  it  is  really  very 
small,  averaging  not  more  than  one  stroke  in  thirty-five. 
Add  to  this  the  facts  that  the  use  of  these  expedients 
causes  some  hesitation,  that  the  tendency  among  short- 
hand writers  of  large  experience  is  towards  a  fuller 
representation  of  words,  that  the  most  rapid  operators 
use  contractions  very  sparingly,  that  a  fairly  good 

operator  makes  a  letter  in  one-sixth  of  a  second  and  an 
expert  in  one-tenth,  and  the  reader  will  see  why  the  use 
of  expedients  has  been  rejected  in  the  preparation  of  this 
Manual. 


CHAPTER  VI. 


NUMBERS  —  PUNCTUATION  —  PARAGRAPHING  — 
CORRECTIONS. 


NUMBERS. 

Numbers  are  written  by  using  letters  to  represent  the 
figures,    1,  2,   3,    etc.,    as   follows: 

1 

2 
3 
4 


Both  before   and  after  writing  a  number  all  the  keys 
should  be  depressed  with  one  hand  or  the  other,  thus ' 


135 


1884 


45 


In  most  cases  it  is  safe  to  represent  the  ordinals  with- 
out the  addition  of  st,  nd,  rd  and  th.    Thus  : 


24th 


23rd 


Everything  should  be  written  carefully,  but  especial 
pains  should  be  taken  with  .numbers. 


PUNCTUATION,    PARAGRAPHING,     ETC. 

Punctuation  is  an  important  matter.  Two  or  more 
meanings  can  frequently  be  given  to  the  same  sentence  by 
vary  ing  the  points.  All  important  pauses  should  be  noted, 
but  it  is  not  necessary  that  a  distinction  should  be  made 
between  commas,  semicolons,  etc.,  in  all  cases.  It  is  gen- 
erally sufficient  to  use  the  period  to  indicate  the  full  pauses, 

and  a  line  of  marks  | 1  to  indicate  the  minor 

pauses. 

To  indicate  that  another  paragraph  should  be  com- 
menced, write  the  word  "paragraph"  (prgrf).  Other 
directions,  such  as  "skip  one  line,"  "leave  space  for  one 
word,"  may  be  indicated  by  writing  those  words. 


46 


[]  or  () 


The  student  should,  iu  his  practice,  use  all  the  punctu- 
ation marks  until  he  becomes  familiar  with  them,  as  some 
persons  dictate  not  only  the  words  they  wish  to  have 
written,  but  also  the  punctuation  marks,  paragraphs, 
spacing,  etc.,  and  the  operator  should  be  able  to  note 
them  without  hesitation. 

CORRECTIONS    AND    INSERTIONS. 

When  a  word  has  been  improperly  written,  it  is  gener- 
ally sufficient  to  strike  the  space-key  once  and  write  it 
over  again.  It  is  sometimes  better,  however,  to  indicate, 
by  striking  the  whole  five  keys  twice,  |ZZZZZ|  >  that  a 
mistake  has  been  made,  and  then  write  the  word  or  words 
correctly.  If  several  words  or  a  sentence  have  to  be  re- 


47 

written,  the  five  keys  should  be  depressed  several  times, 
Ij  In  all  cases  a  space  should  be  made  by 

striking  the  space-key  once  after  the  striking  of  the  five 
keys  before  commencing  the  next  word. 

When,  in  dictating  a  letter  or  other  matter,  the  person 
dictating  wishes  to  change  the  form  of  expression,  the 
same  method  is  followed.  For  instance,  if  he  should  say 
"We  are  inclined  to  doubt — take  that  out — we  are  sur- 
prised to  learn,"  etc.,  the  operator  should  stop  writing 
when  he  says  ''take  that  out,"  strike  the  whole  five  ke\  s 
several  times,  and  write  the  sentence  or  expression  over 
as  finally  dictated ;  or  he  may,  if  there  is  time,  draw  a 
single  line  with  a  pencil  from  the  beginning  to  the  end  of 
the  part  to  be  stricken  out. 

In  case  an  insertion  has  to  be  made  some  distance  back, 
the  operator  may  write,  "Insert  after"  [repeating  the 
preceding  words],  and  then  write  the  words  to  be  insert- 
ed. He  may  also,  if  he  can  readily  find  the  place,  make  a 
mark  with  pencil  at  the  point  where  the  insertion  is  to  be 
placed. 


CHAPTER  VII. 


PHRASING    -ADDITIONAL  WORD  SIGNS- 


Phrasing  consists  in  writing  certain  words  without 
making  spaces  between  them,  thus:  Tb,  to  be;  tg,  to  go; 
hvl,  I  will;  uma,  you  may,  etc. 

The  words  the,  of.  to,  and,  it,  in,  that,  is,  a,  was,  I,  you, 
he,  ice,  my,  your,  his  and  her  should  usually  be  joined  to 
other  words.  The,  and,  it,  that,  a,  I  and  you  may  be 
joiued  to  either  preceding  or  following  words: 


thman 
thmst 
vth 
tth 
ndthn 
nclthr 
ofndon 
Now  and  then  nwndthn 
It  was  itwz 

Was  it  wzit 

That  is  thtz 

Is  that  ztht 


The  man 
The  most 
Of  tbe 
To  the 
And  then 
And  there 
Off  and  on 


A  man  a  man 

Could  a  kda 

Was  there  wzthr 

There  was  thrwz 

I  will  Iwl 

I  think  Ithk 

Can  I  kni 

Shall  I  shli 

You  may  uma 

You  have  uhv 

Could  ybu  kdu 

That  you  thtu 
Of,  to,  in  and  is  should  generally  be  joined  only  to  fol- 
lowing words : 

Of  the  vth  In  this  nths 

Of  them  vthm  In  that  ntht 

To  go  tg  Is  he  zh 

To  try  ttri  Is  that  ztht 


48 


49 

Phrases  fortned  by  joining  the  with  preceding  words,  as 
"to  the,"  "of  the,"  "in  the,"  may  generally  be  joined  to 
following  words : 

Of  the  time  vthtm  Of  the  case  vthks 

Of  the  way  vthwa  To  the  time  tthtm 

To  the  place  tthpls  In  the  matter  nthmtr 

In  the  house  nthhs  To  be  there  tbthr 

If  there  were  fthrwr 

Phrasing  should  be  confined  chiefly  to  the  joining  of  the 
preceding  and  following  words: 

At,  an,  any;  be,  been,  but,  by;  can,  cannot,  could,  came; 
did,  do,  does,  done',  ever,  every;  for,  from;  he,  his,  him, 
have,  had,  has,  how,  her;  is,  in,  into;  just;  know,  known; 
me,  my,  may,  Mr.,  more,  much,  most,  men,  man,  make, 
made,  many;  not,  no,  now;  on,  or,  one,  out,  our,  other; 
put;  so,  sir,  she,  say,  see,  some,  shall,  same,  such,  since, 
should;  this,  they,  then,  than,  take,  time,  there,  these,  those, 
think,  tinny,  them;  very;  we,  will,  who,  with,  were,  what, 
ichen,  where,  ichich,  would;  yes,  yet,  year,  your,  yours. 

It  will  be  no*  iced  that  the  above  words  are  very  com- 
mon, and  that  their  spelling  is  very  suggestive. 

GENERAL  DIRECTIONS. 

Phrasing  should  be  limited  to  the  joining  of  certain 
common  words  to  others. 

Only  words  which  seem  naturally  to  belong  together, 
should  be  joined. 

Words  like  not,  that,  this,  they,  them,  there,  have,  had, 
been,  could,  would,  and  should,  the  spelling  of  wrhich  is 
very  suggestive,  may  be  freely  joined. 

Words  the  representation  of  which  is  more  arbitrary,  as 
me,  up,  all,  we,  and  others,  should  not  generally  be  joined. 

Caution. — Avoid  phrasing  too  much.    If  phrasing  be 


50 

limited  to  the  use  of  the  above  words,  the  habit  will  soon 
be  formed  of  joining  them  whenever  they  occur  without 
hesitation.  On  the  other  hand,  if  phrasing  be-  attempted 
in  a  promiscous  hap-ha/ard  way.  the  student  will  often 
be  in  doubt  whether  to  phrase  certain  words  or  not,  a 
hesitating  way  of  writing  will  result,  and  difficulty  in 
reading  will  be  experienced. 

ADDITIONAL  WORDS1GNS- 


The  wordsigus  given  on  pages  22  and  23  should  all  be 
learned  and  used ;  but  if  the  student  or  operator  should 
fail  to  employ  all  those  contained  in  this  list  no  fault  will 
be  found  with  him. 


Above 

bv 

Act 

ak 

Acts 

ax 

Accordingly 
Account 

akrd 
akt 

Advantage 
Against 
Agent 
Almost 

adj 
gns 
ajt 

Imst 

Already 
Also 

Irdy 
Iso 

Although 
Among 
Amount 

Itho 
mg 

aint 

Apt 

ap 

Been 


Being 

Change 

Circumstance 

Company 

Condition 

Consider 

Considered 

Considerable 

Consideration 

Contract 

Defendant 

Differ-ent-ce 

DiffiVult-y 

Dignity 

Democrat 


bg 
clij 

StllS 

ko 
dshn 
sdr 
sdrd 

sdr 

sdrshn 

kon 

dft 

df 

dfk 

dig 

dem 


51 


East 

es 

Object 

ob 

Either 

eth 

Objection 

obn 

End 

en 

Original 

orj 

Ends 

enz 

Opportunity 

op 

Especially 

esp 

Ourselves 

ousz 

Estimate 

Establish 

est 
estb 

Particular-ly 

par 

Evidence 
Exact-ly 
Examination 

evd 
xk 
xmn 

Part 
Plaintiff 
People 

P 
pit 

PP 

Popular 

pop 

Fact 

fk 

Population 

popn 

Facts 

fx 

Position 

pzsh 

Possible-bly 

psb 

General 

j« 

Practice 

prk 

Gentleman 

jnt 

Practical 

prk 

Gentlemen 

juts 

Principle-pal 

prn 

Individual 
Information 

ind 
inshn 

Property 
Probable-bly 
Public 

prp 
prb 
pb 

Immediate-ly 

imd 

Publish 

pb 

Important-ce 

imp 

Publication 

pbn 

ilily 

V  imprb 

Recollect-ion 

rek 

Impossiblfc-ly- 

\. 

Refer 

rf 

ity 

r11 

Reference 

rfs 

Regular 

reg 

Judgment 

jjm 

Remember 

rmm 

Language 

Ian 

Represent 
Representative 

rep 
repv 

Long 

)g 

Representation 

repn 

Manufacture 
Manufacturer 

mnfk 
muff 

Respect 
Republican 
Railroad 

rsp 
rep 
rrd 

Member 

mm 

Satisfy-ied 

sat 

Necessary 

nss 

Satisfactory 

sat 

Neglect 

neg 

Satisfaction 

sat 

Negligence 

neg 

Similar 
Special 

sim 
sp 

Number 

nmb 

Subject 

sb 

Notwithstanding  ntwth 

System 

S3 

52 


Testify-inony  test 

Themselves  thmz 

Thyself  thsf 

Under  un 


Unless 

Until 

Unto 

Young 

Yourselves 


nls 
ntl 
unt 

gy 

yrs/ 


CHAPTER  VIII. 


HOW  TO  PRACTICE. 


Learning  to  write  well  and  accurately  on  the  Steno- 
graph is  accomplished  chiefly  by  practice.  This  must, 
however,  be  done  properly.  The  spelling  must  be  such 
as  to  render  correct  reading  possible  and  easy.  The 
letters  must  be  accurately  formed,  and  the  hands  must  be 
used  properly.  There  may  be  such  practice  as  will  be 
detrimental  rather  than  helpful  to  the  student. 

The  student  should  frequently  refer  to  the  rules,  direct- 
ions for  using  the  hands,  etc.,  and  be  sure  that  he  is 
following  them  all  in  his  practice.  He  should  be  es- 
pecially careful  to  use  the  hands  alternately. 

Regularity  of  practice  is  very  important.  No  matter 
how  bright  or  quick  a  student  may  be,  if  his  practice  is 
only  occasional  his  progress  will  be  slow.  Some  definite, 
regular  time  should  be  set  apart  for  daily  practice,  if 
possible. 

Nothing  is  more  important  to  the  student  than  the 
formation  of  the  habit  of  accuracy.  A  letter  should  never 
be  made  until  the  combination  representing  it  is  clearly  in 
the  mind.  Greater  speed  will  be  attained  by  writing 
deliberately  enough  to  be  accurate  than  by  hurrying  along, 
continually  making  mistakes  and  losing  time  correcting 
them.  If  constant  care  be  exercised  in  this  respect,  the 
student  will,  in  a  short  time,  be  surprised  to  find  how 
easy  it  is  to  write  accurately.  Notes  thus  taken  will  be 
&3 


54 

read  with  more  ease  aud  certainty,  and  copied  in  less 
time  and  with  less  fatigue. 

Do  not  forget  to  accustom  yourself  to  write  without 
looking  at  Ihe  instrument. 

The  best  practice  is  from  the  reading  of  others.  Two  or 
more  persons  who  write  about  the  same  speed,  can  prac  - 
tice  together  to  good  advantage,  either  by  reading  to  one 
another  or  by  employing  a  reader.  Interest  in  the  study 
wiL  be  more  easily  kept  up  in  this  manner,  and  each  will 
have  the  benefit  of  the  judgment  of  the  other  in  regard  to 
the  proper  spelling  of  difficult  words,  and  as  to  what 
phrasing  should  be  employed. 

To  read  well  is  fully  as  important  as  to  write  well. 
Therefore  everything  written  should  be  read.  This 
practice,  in  addition  to  increasing  facility  in  reading,  will 
lead  to  the  discover}'  and  correction  of  mistakes  made  in 
writing.  It  is  well  also  to  read  all  the  matter  printed  in 
Stenograph  type  that  can  be  conveniently  obtained.  This 
latter  practice  will  aid  greatly  in  learning  to  spell 
correctly. 

Much  time  should  also  be  spent  in  transcribing  notes, 
which  it  is  essential  to  be  able  to  do  quickly  and  accu- 
rately. 

To  do  actual  work  well,  a  stenographer  must  compre- 
hend what  he  writes.  This  will  be  more  easily  done  if  the 
student  forms  the  habit  of  paying  attention  to  the  sense 
of  what  he  writes  while  practicing. 

At  first,  practice  should  be  from  pleasant  and  easily 
written  matter.  Atter  some  speed  is  attained,  the  daily 
papers  afford  good  matter  for  practice. 


CHAPTER   IX. 


THE  AMANUENSIS,  HIS    QUALIFICATIONS    AND 
DUTIES.— THE  VERBATIM  REPORTER, 


The  first  requisite  of  a  good  amanuensis  is  to  be  able  to 
write  in  a  legible  manner  at  a  speed  of  at  least  100  words 
per  minute,  and  to  accurately  and  neatly  transcribe  the 
same. 

Ability  to  write  a  good  hand  or  to  operate  a  type- 
writing machine,  is  a  necessity.  Probably  the  great  ma- 
jority of  those  \vho  employ  stenographic  clerks,  require 
them  to  use  type-writing  machines  in  the  transcription  of 
their  notes.  To  do  work  neatly  on  these  machines,  the 
operator  must  be  deliberate.  The  remarks  on  page  53,  in 
regard  to  care  and  accuracy  in  the  use  of  the  Stenograph, 
apply  with  equal  force  to  type-writing  machines. 

Correct  spelling  and  capitalization  are  imperative  in  the 
work  of  the  amanuensis.  A  dictionary  should  be  kept 
near  at  hand,  and  consulted  when  any  doubt  is  felt  as  to 
the  correct  spelling  of  a  word. 

If  an  opera'.or  can  not  punctuate  fairly,  he  should  at 
once  seek  to  become  able  to  do  so.  This  can  be  learned 
from  books  intended  for  the  purpose,  and  by  noticing 
the  use  of  the  various  points  in  accurately  written  letters 
and  other  matter.  Bearing  the  reason  of  the  points  and 
the  sense  of  the  matter  in  mind,  will  greatly  assist  him. 


53 


56 

Beginners  are  cautioned  against  using  too  many  punctua- 
tion marks,  which  is  a  greater  fault  than  using  too  few. 

Letters  and  other  documents  must  be  written  in  proper 
form.  Every  amanuensis  must  be  able  to  do  this.  If  the 
employer  prefers  any  particular  form,  that  form  should 
be  followed. 

Paragraphing  should  be  properly  done.  With  every 
change  in  the  topic  a  new  paragraph  should  be  com- 
menced.* 

Not  enough  stress  is  placed  by  beginners  generally 
upon  neatness  in  doing  their  work.  Too  much  care  can- 
not be  bestowed  upon  this  point. 

Facility  in  getting  out  work  is  important.  This  is 
acquired  by  experience.  A  beginner  should  not  expect  to 
be  able  to  do  as  much  work,  nor  receive  as  much  compen- 
sation, as  an  experienced  amanuensis,  but  he  should  do 
his  best  to  equal  him  in  accuracy  and  neatness. 

The  person  dictating,  being  frequently  more  occupied 
with  the  thoughts  he  is  expressing  than  with  the  words  he 
is  using,  is  apt  to  make  mistakes  occasionally.  Hence 
the  amanuensis  should  be  able  to  correct  at  least  the 
more  common  errors  in  the  use  of  language. 

It  is  difficult  if  not  impossible  for  one  to  take  notes  and 
copy  them  accurately,  if  he  does  not  comprehend  the 
meaning  of  what  he  writes.  As  each  business  has  a 
vocabulary  peculiar  to  itself,  when  about  to  take  a  posi- 
tion it  is  well  for  the  amanuensis  to  obtain  the  circulars, 
catalogues,  etc.,  used  by  his  contemplated  employer,  and 
familiarize  himself  with  the  terms  used  and  the  names  of 
the  goods  handled. 

To  be  able  to  refer  readily  to  preceding  parts  of  matter 


*Spelling1  capitalizing,  punctuation,  paragraphing,  and  kindred 
matters  of  importance  to  all  who  have  much  writing  to  do,  arc 
lully  treated  of  in  How  to  Write  Letters,  by  Westlake. 


57 

dictated  is  very  desirable,  as  it  is  quite  annpying  to  a  busy 
man  to  be  compelled  to  wait  while  his  Stenographer 
hunts  for  some  preceding  word  or  sentence.  Keeping 
the  mind  on  the  work  in  hand  will  be  of  great  assistance 
in  this  respect.  If  the  dictator  stops  before  finishing  a 
letter  or  other  document,  keep  in  mind  the  last  sentence, 
or  part  of  sentence,  dictated,  so  that  you  can  immediately 
inform  him  if  he  asks,  What  did  I  say? 

Care  and  close  attention  should  be  given  to  the  work  at 
which  one  is  engaged.  If  a  person  is  half  way  thinking  of 
something  else  while  taking  notes,  the  matter  dictated 
will  not  fix  itself  as  firmly  upon  his  mind  as  if  he  pays 
good  attention,  and  the  memory  will  not  render  him  the 
same  assistance  in  copying  his  notes,  in  case  he  takes 
them  improperly. 

This  chapter  will  be  closed  with  the  following  extracts 
from  a  paper,  read  by  Ivan  W.  Goodner,  before  the  Inter- 
national Association  of  Shorthand  writers  at  Toronto, 
Canada,  August,  1883. 

'•It  is  the  amanuensis'  duty  to  take  down  in  legible 
shorthand  writing  every  word  uttered  by  the  dictator. 
If,  on  account  of  bad  construction  of  sentences,  changes 
become  necessary,  they  should  be  made  in  the  transcript, 
not  in  the  notes.  It  is  also  his  duty  to  transcribe  his 
notes  with  dispatch,  and  in  the  neatest  possible  manner. 

"The  amanuensis  occupies  a  position  of  trust  and  re- 
sponsibility, and  no  professional  or  business  man  will 
wish  to  employ  as  amanuensis  a  person  in  whom  he 
cannot  repose  perfect  confidence.  To  this  end  the  suc- 
cessful shorthand  clerk  must  possess,  first,  a  good  moral 
character;  second,  the  ability  to  guard  as  a  most  sacred 
trust  all  knowledge  he  may  acquire  of  his  employer's 
affairs.  Without  these  qualifications  he  will  fail  of  sue- 


58 

cess,  even  though  capable  of  writing  in  shorthand  the 
requisite  number  of  words  per  minute,  and  rapidly  and 
accurately  transcribing  the  same. 

"The  amanuensis  should  be  willing  at  all  times  to  make 
his  employer's  interest  his  own.  It  frequently  happens 
that  a  very  much  larger  mail  is  received  on  one  day  than 
on  another,  and  at  such  times  it  is  the  amanuensis'  duty  to 
do  all  he  can  to  facilitate  the  speedy  dispatch  of  replies 
thereto.  It  may  be  necessary  for  him  to  hammer  away 
on  his  type-writer  far  into  the  night,  but  if  he  receives 
extra  compensation  for  night  work,  and  he  usually  does, 
he  ought  not  to  grumble. 

"Many  firms  have  branch  houses  or  agents,  with  whom 
they  correspond  almost  every  day,  and  inasmuch  as  it  be- 
comes very  monotonous  to  repeat  the  full  address,  name 
of  firm,  street  and  number,  city  and  state  every  time  a 
letter  is  dictated,  the  wise  amanuensis  will  prepare  and 
keep  close  at  hand  a  little  book  containing  full  addresses 
of  all  regular  correspondents.  Another  book  which 
should  be  found  on  the  desk  of  every  amanuensis  through- 
out the  land  is  the  United  States  Postal  Guide. 

"In  concluding  this  portion  of  my  paper,  I  would  coun- 
sel the  amanuensis  to  stick  to  his  place,  if  he  has  a  good 
one,  for  I  believe  that  he  will  thereby  not  only  secure  the 
largest  salary,  but  as  a  greater  familiarity  with  the  peculiar 
class  of  words  used  will  render  his  work  less  difficult,  he 
will  enjoy  an  easy  as  well  as  lucrative  situation." 


59 

THE  VERBATIM  REPORTER. 

The  work  of  the  verbatim  reporter  is  much  more 
difficult  than  that  of  the  amanuensis.  He  musts  therefore, 
possess  not  only  the  qualifications  essential  to  the  good 
amanuensis,  but  such  additional  ones  as  will  enable  him 
satisfactorily  to  perform  the  more  difficult  duties  of  his 
calling. 

He  should  be  able  to  write  at  least  150  words  per 
minute  of  average  matter,  and  to  "hang  on,"  even 
though  the  speaker  gets  ten  to  twenty  words  ahead  of 
him. 

Good  natural  abilities,  a  fair  education,  and  a  large 
stock  of  general  information  are  indispensable  to  the 
reporter.  The  necessity  of  these  will  be  appreciated 
when  it  is  understood  (1)  that  it  is  impossible  to  make  a 
good  report  of  anything  the  meaning  of  which  the 
reporter  does  not  comprehend,  and  (2)  that  the  work  of 
the  general  stenographer  covers  an  almost  limitless 
variety  of  topics. 


A  series  of  Exercises  is  being  prepared  for*  the  use  of 
Stenographic  Students . 


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Tha  paper  roll  contains  as  much  as  tha 

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four  months  in  ordinary  use, 
,  3*  ibs.    No  pencils  to  sharpen  or  leaves  to  turn, 


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irin  L9-25m-9,'47(A5618)444 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A    000  564  837    3 


